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Файл:УМК ИН ЯЗ.doc
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- •Содержание
- •Предисловие
- •Введение
- •Формы контроля
- •Нормы оценки
- •1. Оценка перевода.
- •2. Оценка понимания при чтении. Показатели оценки чтения
- •3. Оценка письменных тестов.
- •Учебный план
- •Учебный модуль I «about myself and my family»
- •Entry test
- •Учебный элемент 1 (уэ-1) «my biography»
- •I. Vocabulary Work.
- •1. Pronounce the following words and memorize them:
- •2. Match these words with the definitions below:
- •3. Arrange the following in pairs of synonyms:
- •4. Arrange the following in pairs of antonyms:
- •5. Translate the Russian words given in brackets:
- •6. Make up your own sentences using the following words and word combinations:
- •II. Reading Comprehension
- •Read and translate the following texts. Use a dictionary if necessary. Text a
- •2. Answer the following questions:
- •III. Comprehension and Word Study.
- •1. Say whether it is true or false:
- •3. Translate into Russian:
- •4. Put 10 general and special questions to the texts.
- •5. Put the words in the correct order.
- •6. Fill in the correct prepositions:
- •7. Express the idea in one word.
- •8. In this exercise you must choose the word or phrase which best completes each sentence. Indicate the letter a, b, c or d against the number of each item 1-10 for the word or phrase you choose.
- •3.2. Read and imitate.
- •My biography
- •2. Put 10 questions to the text.
- •3. Give the synonymous words from the text to the following:
- •Translate into Russian using a dictionary: prince charles, superstar
- •Danielle steel
- •Учебный элемент 2 (уэ-2) «my family»
- •I. Improve your word power.
- •3. Match these words with the definitions below:
- •4. Arrange the following in pairs of synonyms:
- •5. Translate the Russian words given in brackets:
- •6. Make up your own sentences using the following words and word combinations:
- •II. Reading Comprehension
- •1. Read and translate the following text. Use a dictionary if necessary.
- •My family
- •2. Answer the following questions:
- •III. Comprehension and Word Study.
- •1. Say whether it is true or false:
- •3. Translate into Russian:
- •4. Put 10 general and special questions to the text.
- •5. Fill in the gaps with proper words.
- •6. Complete the sentences according to the picture.
- •7. Fill in the blanks.
- •8. Put the words in the correct order to make sentences.
- •9. Fill in the correct prepositions:
- •10. In this exercise you must choose the word or phrase which best completes each sentence. Indicate the letter a, b, c or d against the number of each item 1-10 for the word or phrase you choose.
- •2. Match English and Russian equivalents:
- •3. Mark the statements that are true:
- •4. Answer the questions on the text:
- •5. Make a short summary of the text. Do it according to the following plan:
- •1. Translate into Russian using a dictionary:
- •2. Ask and answer 10 questions to the text.
- •3. Make a short summary of the text. Do it according to the following plan:
- •Progress test
- •2. Give words for the following definitions:
- •3. Define whether these sentences are true or false.
- •Учебный модуль II «novopolotsk. Polotsk state university»
- •Entry Test
- •I. Choose the correct variant:
- •Учебный элемент 1 (уэ-1) «my native town. Novopolotsk»
- •I. Vocabulary Work.
- •1. Pronounce the following words and memorize them:
- •2. Pronounce the following word combinations and memorize them:
- •3. Match these words with the definitions below:
- •4. Arrange the following in pairs of synonyms:
- •5. Arrange the following in pairs of antonyms:
- •6. Translate the Russian words given in brackets:
- •7. Make up your own sentences using the following words and word combinations:
- •II. Reading Comprehension
- •Read and translate the following text. Use a dictionary if necessary. My native town (novopolotsk)
- •2. Answer the following questions:
- •III. Comprehension and Word Study.
- •1. Say whether it is true or false:
- •2. Join the halves.
- •3. Translate into Russian:
- •4. Put general and special questions to each sentence:
- •6. Fill in the correct prepositions:
- •Living in the city
- •2. Ask and answer 10 questions to the text.
- •3. Write down advantages and disadvantages of city life.
- •Translate into Russian using a dictionary: small and big towns
- •2. Ask and answer 10 questions to the text.
- •3. Decide whether these statements are true or false according to the passage.
- •4. Make a short summary of the text. Do it according to the following plan:
- •Учебный элемент 2 (уэ-2) «polotsk state university»
- •I. Improve your word power.
- •1. Pronounce the following words and memorize them:
- •2. Pronounce the following word combinations and memorize them:
- •3. Match these words with the definitions below:
- •4. Arrange the following in pairs of synonyms:
- •5. Translate the Russian words given in brackets:
- •6. Make up your own sentences using the following words and word combinations:
- •II. Reading Comprehension
- •1. Read and translate the following text. Use a dictionary if necessary. Polotsk state university
- •2. Answer the following questions:
- •III. Comprehension and Word Study.
- •1. Say whether it is true or false:
- •2. Join the halves.
- •3. Translate into Russian:
- •4. Put general and special questions to each sentence:
- •6. Fill in the correct prepositions:
- •2. What do you think?
- •3.1. Read, translate and role-play the dialogue.
- •British universities
- •2. Match English and Russian equivalents:
- •3. Choose the right word:
- •4. Insert the right word:
- •5. Mark the statements that are true:
- •6. Answer the questions on the text:
- •7. Make a short summary of the text. Do it according to the following plan:
- •1. Translate into Russian using a dictionary: japanese higher eduction system
- •2. Ask and answer 10 questions to the text.
- •3. Make a short summary of the text. Do it according to the following plan:
- •4. Put general and special questions to each sentence:
- •The belorussian state university
- •Progress test
- •I. Choose the most appropriate variant to complete the sentences.
- •II. Match Russian equivalents for the following words on the right.
- •IV. Define the tense.
- •V. Use the correct tense in these sentences.
- •VI. Change from the active into the passive.
- •Учебный модуль III the republic of belarus. Great britain
- •Entry test
- •Учебный элемент 1 (уэ-1) «the republic of belarus»
- •I. Vocabulary Work
- •1. Pronounce the following words and memorize them:
- •2. Read these international words and try to guess their meaning:
- •4. Match the following words with the definitions below:
- •5. Arrange the following words in pairs of synonyms:
- •6. Arrange the following words in pairs of antonyms:
- •7. Translate the Russian words given in brackets:
- •8. Make up your own sentences using the following words and word combinations:
- •II. Reading Comprehension
- •Read and translate the following text. Use a dictionary if necessary. The republic of belarus
- •2. Answer the following questions:
- •III. Comprehension and Word Study.
- •1. Say whether it is true or false:
- •3. Translate into Russian:
- •4. Ask questions to the following sentences:
- •5. Make up sentences with the following words:
- •6. Insert the correct article:
- •7. Translate into English:
- •8. Fill in the gaps with suitable words given below. Consult a dictionary if necessary. Forestry
- •9. Find the words in the text to match these dictionary definitions.
- •IV. Speaking Practice.
- •1. Dwell on the following:
- •2. Here are the answers to some questions. Ask the questions.
- •3. Retell the text
- •V. Supplementary Reading. «slavyansky bazaar» in vitebsk
- •1. Pay attention to the following words:
- •2. Read these international words and try to guess their meaning:
- •3. Pronounce the following words and memorize them:
- •4. Study the following word combinations:
- •5. Match the English words and their Russian equivalents:
- •6. Match the following words with the definitions below:
- •8. These words can be used both as verbs and nouns. Make up your own sentences to show the difference in their usage:
- •9. Give the Russian equivalents to the following words and phrases:
- •II. Reading:
- •Slavyansky bazaar in vitebsk
- •III. Comprehension check
- •1. Answer the questions:
- •2. Agree or disagree with the following statements:
- •3. Put in the right prepositions where necessary:
- •4. Fill in the table:
- •5. Work in groups. Find out from your partners:
- •6. Imagine that:
- •7. Choose the best alternative according to the text:
- •Учебный элемент 2 (уэ-2) « great britain»
- •I. Vocabulary Work
- •1. Pronounce the following words and memorize them:
- •2. Read and translate the following geographical names:
- •3. Study the following word combinations:
- •4. Look through the text and find some international words.
- •5. Match the following words with the definitions below:
- •10. Make up your own sentences using the following words and word combinations:
- •II. Reading Comprehension
- •1. Read and translate the following text. Use a dictionary if necessary. Great britain
- •2. Answer the following questions:
- •III. Comprehension and Word Study.
- •1. Say whether it is true or false:
- •3. Translate into Russian:
- •4. Complete the following sentences:
- •5. Translate the following sentences into English:
- •6. Insert the correct preposition:
- •IV. Speaking Practice.
- •1. Discuss the following statements. Use the following phrases to express your opinion:
- •2. A. Which events in the modern history of Great Britain had an impact on world science and technology? Choose five the most important and briefly describe them.
- •9. Use the information below to speak about the following:
- •3. Use the following phrases and word combinations to retell the text:
- •V. Supplementary Reading.
- •2. Reading
- •3. Comprehension check
- •4. Discussion
- •5. Language work
- •Progress test
- •Appendix 1 conversation phrases
- •Appendix 2 texts for supplementary reading generation gap
- •Some historical facts
- •Cultural heritage
- •History
- •Recent decades
- •Belarussian foreign policy
- •The constitution of the republic of belarus
- •The legislature
- •The executive
- •The judiciary
- •The presidency
- •The radzivils
- •Nyesvizh
- •From the history of great britain
- •The british educational system
- •Some interesting facts. Did you know?
- •Suburban life
- •Some national traits
- •Appendix 3 gtammar practice
- •1. Tenses
- •1.1. The verb “to be”
- •3. Write full sentences. Use am/is/are each time.
- •4. Write positive or negative sentences. Use am/am not/is/isn't/are/aren't.
- •5. Write questions with What/Who/How/Where/Why...? Use am/is/are.
- •6. Write positive and negative short answers (Yes, I am. / No, he isn't, etc.)
- •7. Translate into English.
- •1. Put in was/wasn't/were/weren't.
- •2. Translate into English.
- •3. Complete the sentences with the correct form of the verb to be.
- •1.2. “There is (are” construction
- •Interrogative and negative forms
- •1. Put in there is/are in the appropriate form.
- •2. Ask questions to the following statements, and then answer them according to the model.
- •3. Use "there is (are)" construction in the appropriate tense form.
- •4. Translate into English.
- •5. Put in there is/are in the appropriate form.
- •1.3. The verb “to have”
- •1. Put in have got ('ve got), has got ('s got), haven't got or hasn't got.
- •2. Extend the sentences according to the model.
- •3. Paraphrase the sentences.
- •4. Put in have got ('ve got), has got ('s got), haven't got or hasn't got.
- •5. Translate into English.
- •1.4. English tenses active
- •The Present Simple Tense (Indefinite) / The Present Continuous Tense
- •1. Put the verb in brackets into the Present Continuous.
- •2. Complete these sentences using one of these verbs into the Present Continuous.
- •3. Put the verb in brackets into the Present Simple.
- •4. Use these sentences to make questions. Begin your question with the word(s) in brackets.
- •5. Decide whether the verbs in these sentences are right or wrong. Correct those which are wrong. The verb is underlined.
- •6. Put the verb in brackets into the Present Continuous or the Present Simple.
- •7. Put the verb in brackets into the Present Continuous or the Present Simple.
- •8. Put the verb in brackets into the Present Continuous or the Present Simple.
- •9. Put the verb in brackets into the Present Continuous or the Present Simple.
- •10. Put the verb in brackets into the Present Continuous or the Present Simple.
- •11. Put the verb in brackets into the Present Continuous or the Present Simple.
- •The Future Simple (Indefinite) Tense / The Future Continuous Tense
- •2. Decide which form of the verb is correct (or more natural) in these sentences. Underline the one which is wrong.
- •3. Say when you are going to do something.
- •4. Say what you think is going to happen in these situations.
- •5. Put the verb in brackets into the correct form using will or going to.
- •6. All the sentences in this exercise are about the future. Put the verbs in brackets into the correct form: will/won't or the Present Simple (I do).
- •7. Make one sentence from two sentences.
- •8. Make sentences with will be -ing.
- •9. Ask questions with Will you be -ing?
- •The Past Simple (Indefinite) Tense / The Past Continuous Tense
- •1. Write a sentence about the past.
- •2. Put one of these verbs in each sentence.
- •3. Put the verbs in brackets into the Past Simple.
- •4. Put the verbs into the correct form: the Past Simple or the Past Continuous.
- •5. Put the verb into the correct form: the Past Simple or the Past Continuous.
- •6. Put the verb into the correct form: the Past Simple or the Past Continuous.
- •7. Put the verb into the correct form: the Past Simple or the Past Continuous.
- •8. Put the verb into the correct form: the Past Simple or the Past Continuous.
- •The Present Perfect Tense/ The Present Perfect Continuous Tense
- •1. You are writing a letter to a friend and giving news about people you both know. Use the words given to make sentences and put the verb into the Present Perfect.
- •2. Read the situation and then write a suitable sentence. Use the verb given into the Present Perfect.
- •3. Ask someone about things he has done in his life. Use the words in brackets to make your questions.
- •5. Ask a question for each situation.
- •6. Say how long something has been happening.
- •7. Put the verb into the Present Perfect Simple (I have done) or the Present Perfect Continuous (I have been doing).
- •8. Read a sentence and then write another sentence with since or for.
- •9. Read the situation and then write a sentence with the Present Perfect and the Past Simple.
- •10. Put the verb into the correct form: the Present Perfect or the Past Simple.
- •11. Put the verb into the correct form: the Present Perfect or the Past Simple.
- •12. Put the verb into the correct form: the Present Perfect or the Past Simple.
- •13. Put the verb into the correct form: the Present Perfect or the Past Simple.
- •14. Put the verb into the correct form: the Present Perfect or the Past Simple.
- •15. Put the verb into the correct form: the Present Perfect or the Past Simple.
- •16. Put the verb into the correct form: the Present Perfect or the Past Simple.
- •17. Put the verb into the correct form: the Present Perfect Continuous or the Present Perfect.
- •18. Put the verb into the correct form: the Present Perfect Continuous or the Present Perfect.
- •19. Put the verb into the correct form: the Present Perfect, the Past Simple and the Present Perfect Continuous.
- •The Past Perfect Tense/ The Past Perfect Continuous Tense
- •1. Complete these sentences using the verbs in brackets into the Past Perfect. You went back to your home town after many years and you found that many things were different.
- •2. Now you have to make sentences using the words in brackets. Use the Past Perfect.
- •4. Read a situation and then write a sentence. Use the Past Perfect Continuous.
- •5. Put the verb into the Past Perfect Continuous (I had been doing) or the Past Continuous (I was doing).
- •5. Put the verb into the Past Perfect or the Past Simple.
- •6. Put the verb into the Present Perfect, the Past Simple or the Present Perfect Continuous.
- •7. Put the verb into the Present Perfect, the Past Perfect or the Past Simple.
- •8. Put the verb into the Present Perfect, the Past Simple or the Present Perfect Continuous.
- •The Future Perfect Tense/ The Future Perfect Continuous Tense
- •1. Use the Future Perfect.
- •2. Put the verb into the Future Perfect or the Future Perfect Continuous.
- •1.4. English tenses passive
- •The Passive Voice
- •1. Complete these sentences with the following verbs. Use the Passive Voice. Arrest wake knock check translate
- •2. Complete these sentences with the following verbs. Use the Passive Voice.
- •5. Make a passive sentence from the words in brackets.
- •6. Read a sentence and then write a new sentence with the same meaning. Begin in the way shown each time.
- •7. Complete the sentences. Each time you have to use being with one of these verbs: keep pay attack give invite use ask
- •8. Fill in the blanks with or by.
- •9. Put the verb in brackets into the Passive Voice.
- •10. Put the verb into the Active Voice or the Passive Voice.
- •2. Modal verbs
- •1. Give the Past Simple Tense:
- •2. Complete the following sentences according to the models:
- •3. Fill in the blanks with to have to or to be to:
- •4. Use can or be able to. Sometimes it is possible to use either; sometimes only be able to is possible.
- •5. Complete the sentence with could.
- •6. Complete a sentence with could, was/were able to or couldn't.
- •7. Make suggestions. Use could.
- •8. Complete these sentences using must (have) ... Or can't (have).
- •10. Make sentences with may or might.
- •11. Write sentences to explain each situation. Use the words in brackets to make your sentences.
- •12. Talk about your (and other people's) future plans. But you are not sure what is going (o happen. Use may or might.
- •13. Read the situation and write what you would say. Use the words given in brackets.
- •14. Complete these sentences with must or have to (in its correct form). Sometimes it is possible to use either; sometimes only have to is possible.
- •15. Make questions with have to.
- •16. Make negative sentences with have to.
- •17. Complete these sentences with mustn't or don't/doesn't have to.
- •18. Write a sentence with needn't.
- •19. Complete the sentences with must, mustn't or needn't.
- •20. Give advice to a friend. Use should or shouldn't.
- •21. Give your opinion about something. Use I think/I don't think.
- •22. Read the situations and write sentences with should (have) and shouldn't (have). Sometimes you have to use the present, sometimes the past.
- •23. Complete the sentences with can, could, be able to.
- •25. Choose the suitable modal verb to fill in the blanks.
- •3. Pronouns
- •1. Complete these sentences with some/any/ someone /anyone/ somebody/ anybody /something/anything/somewhere/anywhere.
- •Complete these sentences with any/anyone/anybody/anything/anywhere.
- •4. Complete these sentences with much, many and a lot (of). Sometimes there are two possibilities.
- •5. Complete these sentences with little/a little/few/a few.
- •6. Complete these sentences with all everything or everyone /everybody.
- •7. Complete these sentences with some, any, no, every etc.
- •8. Complete these sentences with much, many, a lot (of).
- •9. Complete these sentences with little/a little/few/a few.
- •10. Choose the correct variant.
- •11. Choose the correct variant.
- •12. Choose the correct variant.
- •13. Choose the correct variant.
- •14. Choose the correct pronoun.
- •4. Articles
- •1. Complete the sentences. Add the articles where necessary.
- •2. Complete the sentences. Add the articles where necessary.
- •3. Complete the sentences. Add the articles where necessary.
- •4. Complete the sentences. Add the articles where necessary.
- •5. Complete the sentences. Add the articles where necessary.
- •6. Complete the sentences. Add the articles where necessary.
- •8. Complete these sentences using the with these adjectives:
- •9. Complete these sentences using the following words:
- •10. Underline the correct form, with or without the.
- •11. Add the where necessary.
- •12. Complete the sentences. Add the articles where necessary.
- •13. Fill in the articles where necessary.
- •14. Correct the mistakes.
- •15. Fill in the missing articles:
- •5. Degrees of comparison
- •1. Complete these sentences. Each time use the comparative form of one of the following adjectives or adverbs:
- •3. Complete these sentences. Use a bit/a little/much/a lot/far. Use than where necessary.
- •4. Complete these sentences using these words:
- •5. Use the structure ... And ... .
- •6. Complete the sentences using as ... As.
- •8. Complete these sentences using just as with one of the following words:
- •9. Make sentences with the same as.
- •10. Complete the sentences with a superlative and preposition.
- •11. Read these sentences and then write a new sentence with the same meaning. Use a superlative each time and begin each sentence as shown.
- •12. Choose the correct variant.
- •13. Use the appropriate degree of comparison.
- •Литература
The radzivils
There were many noble families in the history of Belarus; however none was more renowned than the Radzivil family. The family left its imprint on a wide variety of human endeavours – from public and political life to culture and education. Members of the family were leaders in wars against the enemies of the Grand Duchy of Lithuania and later of the Polish-Lithuanian (Belarussian) Commonwealth and the Russian Empire. For centuries they meticulously collected and preserved books, documents, paintings, weaponry, and many rare and valuable objects that could fill entire museums. With their own money, the Radzivils built painting shops in Berestie (nowadays Brest), Nyesvizh, and other Belarussian cities. They not only influenced politics, economics and culture of their nation, but often did it according to their own needs, aspirations and tastes-History has preserved for us many names of the family members. Let us mention some of them here. Barbara Radzivil (1520-1551), the Queen of Poland and duchess of Lithuania, was “Triumphant by her beauty and love affairs”. Indeed, the love she awoke in the heart of polish king Zyhimont II August was called “the love affair of the century”.
Mikalaj Radzivil Corny (Black) (1515-1565) occupied the following high and responsible posts in the Grand Duchy of Lithuania: great chancellor, governor (vajavoda) of Vilna (capital of the Great Duchy, nowadays Vilnius, the capital of Lithuania), major of Bieras’cie (nowadays Brest), Kounia (nowadays Kaunas in Lithuania) and Barysau and administrator of Livonia. Throughout his entire political career he instituted a firm policy of strengthening the sovereignty of the Belarusian state, and skillfully implemented agrarian and economic reform. Due to his consistent political positions, our state reached its highest prosperity with its public life based on legal principles. As chancellor, Mikalaj Radzivil far-sightedly defined new priorities for our state’s foreign policy in the 16th century that led to a closer integration with countries of Western and Northern Europe. His efforts and sponsorship led to the establishment, in Belarus, of large publishing centres, which provided the opportunity for the continuation of Dr. Francisk Skaryna’s tradition. Duke Mikalaj Radzivil was fluent in Belarusian, Polish and other European languages.
His son Mikalaj Kristof Radzivil-Sirotka (1549-1616), ardent Catholic, headed the fight against Calvinism and issued orders to bum books published by Calvinist printing houses. At the same time, he exerted a great effort to make the architecture of the Radzivil palace in Nyesvizh equal to that of contemporary European cities. He was famous as the author of a detailed travelogue describing his journey to Jerusalem, Syria, Egypt and other “exotic” countries and places.
Franciska Ursula Radzivil (1705-1753) and her husband Michael Kazimir Radzivil Ryban’ka (1702-1762), also from the Nyesvizh branch, were the creators of the first Slavic secular theatre
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